five domains that are critical to effective classroom instruction and whether or not they should have specific performance indicators or statements
your thoughts about whether observation instruments should include specific ratings or responses in narrative form
elements or aspects of an instrument that are most useful for teachers to improve instruction
ways the instrument promotes constructive dialogue with teachers
There is a page for each. Add your comment by Friday if possible, remember to include your name. Comment on each other's posts. then on the last week 5 page add
general "discussion about what makes a quality instrument". The reporter - Cindy this week - will post a final report about the discussion on the thread on the ELC. And perhaps here as well.
Our final report:
The A2BC team believes that Danielson’s four domains are critical to effective classroom instruction: 1.Domain 1: Planning and Preparation 2.Domain 2: The Classroom Environment 3.Domain 3: Instruction 4.Domain 4: Professional Responsibilities We would like to add a fifth domain: (compliments to Ben Grey) 5.Domain 5: Student Learning Our readings have reinforced the importance of knowing what students are doing as a reaction to the instruction that they are receiving. Our goal as professionals and our reason for planning lessons, designing instructional environments, and contributing to the education community is to ensure that students are learning and reaching their potential.
Specific ratings allow the observer to generalize and quantify the data for later analysis.This is helpful when looking for trends in the school or district. A “walk through” may be a setting for using specific ratings, as the purpose of a walk through is to get a “snapshot” of instruction and student learning. Narrative formats would be helpful when the purpose of observation is to obtain more in-depth knowledge. The observer would be able to report more “over time” or long term routines in place that allow the class to function the way that it is.Ateam member stated that narrative formats allow for authentic observations.
A quality instrument should allow the observer to record what is important about the instruction happening in the room.It should be a tool that helps the teacher to grow as a professional by being clear and concise, and by posing the tough questions to encourage the teacher to dialogue about what is important for students. Observation instruments should provide useful information for teachers.This can be the result of discussions that are prompted by “I wonder questions”. These questions (i.e. "I wonder if separating the two students in the back would help them focus?") would be a non-threatening way to help teachers reflect on their instructional practices.The observer should also provide the teacher with the opportunity to specify what they would like the observer to look for.The teacher may have a goal that they are working towards and need “another set of eyes” to see it.
The observation tool can promote constructive dialogue with teachers when the teachers have a clear idea of the purpose of the tool and understand the reason for the tool’s categories and components, and how the results will be used to support instruction.This observation tool may also assist peer observations, as it would support a dialogue for sharing strengths and weaknesses.Multiple observations seem to be key for promoting constructive dialogue.
There are four sections:
There is a page for each. Add your comment by Friday if possible, remember to include your name. Comment on each other's posts. then on the last week 5 page add
general "discussion about what makes a quality instrument". The reporter - Cindy this week - will post a final report about the discussion on the thread on the ELC. And perhaps here as well.
Our final report:
The A2BC team believes that Danielson’s four domains are critical to effective classroom instruction:
1. Domain 1: Planning and Preparation
2. Domain 2: The Classroom Environment
3. Domain 3: Instruction
4. Domain 4: Professional Responsibilities
We would like to add a fifth domain: (compliments to Ben Grey)
5. Domain 5: Student Learning
Our readings have reinforced the importance of knowing what students are doing as a reaction to the instruction that they are receiving. Our goal as professionals and our reason for planning lessons, designing instructional environments, and contributing to the education community is to ensure that students are learning and reaching their potential.
Specific ratings allow the observer to generalize and quantify the data for later analysis. This is helpful when looking for trends in the school or district. A “walk through” may be a setting for using specific ratings, as the purpose of a walk through is to get a “snapshot” of instruction and student learning. Narrative formats would be helpful when the purpose of observation is to obtain more in-depth knowledge. The observer would be able to report more “over time” or long term routines in place that allow the class to function the way that it is. A team member stated that narrative formats allow for authentic observations.
A quality instrument should allow the observer to record what is important about the instruction happening in the room. It should be a tool that helps the teacher to grow as a professional by being clear and concise, and by posing the tough questions to encourage the teacher to dialogue about what is important for students.
Observation instruments should provide useful information for teachers. This can be the result of discussions that are prompted by “I wonder questions”. These questions (i.e. "I wonder if separating the two students in the back would help them focus?") would be a non-threatening way to help teachers reflect on their instructional practices. The observer should also provide the teacher with the opportunity to specify what they would like the observer to look for. The teacher may have a goal that they are working towards and need “another set of eyes” to see it.
The observation tool can promote constructive dialogue with teachers when the teachers have a clear idea of the purpose of the tool and understand the reason for the tool’s categories and components, and how the results will be used to support instruction. This observation tool may also assist peer observations, as it would support a dialogue for sharing strengths and weaknesses. Multiple observations seem to be key for promoting constructive dialogue.